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Ethnic-racial identity (ERI) development is consequential for youth adjustment and includes exploration, resolution, and affect about the meaning of one’s ethnic-racial group membership. Little is known about how identity-relevant experiences, such as ethnic-racial socialization and discrimination in peer relationships and school contexts, catalyze adolescent ERI development. The present study examines how identity-relevant experiences in friend and school contexts (i.e., proportion of same-ethnoracial friends, cultural socialization among friends, friends’ ERI dimensions, friends’ experiences of ethnoracial discrimination, and school promotion of cultural competence and critical consciousness) are associated with ERI development. A multivariate path model with a sample from four southwestern U.S. schools (N = 717; 50.5% girls; Mage = 13.76; 32% Latinx, 31.5% Multiethnic, 25.7% White, 11% other) was used to test these associations. Findings showed that friend and school predictors of ERI did not differ between early and middle adolescents, but significant differences and similarities emerged in some of these associations between ethnoracially minoritized and White youth. Specifically, friend cultural socialization was positively associated with ERI exploration for ethnoracially minoritized youth only, whereas school critical consciousness socialization was positively linked with ERI exploration only for White youth. Friend cultural socialization and friend network’s levels of ERI resolution were positively associated with ERI resolution across both ethnoracial groups. These friend and school socialization associations were documented above and beyond significant contributions of personal ethnoracial discrimination to ERI exploration and negative affect for both ethnoracially minoritized and White youth. These findings expand our understanding of how friend and school socialization mechanisms are associated with adolescent ERI development, which is vital to advancing developmental theory and fostering developmental competences for youth to navigate their multicultural yet socially stratified and inequitable world.

Over the past 35 years, ethnic-racial socialization (ERS) has been a widely studied topic in psychological and cultural research. Most popular among the populations that ERS research centers are Black/African American families and youth. However, a small, but emerging body of research on the ERS processes of other racial/ethnic groups suggest that ERS is not limited to Black/African American families. Recently, scholars have begun to ask more critical questions regarding the differential effects of ethnic-racial socialization on non-Black youth’s psychological development. Therefore, the current review of research draws together studies on Black/African American, Biracial, Latinx, Asian American, and White American families to demonstrate the role of racial/ethnic group identification in soliciting the exchange of ERS messages from parents to children. The methodology used to execute this review follows a modified framework which includes four key phases of searching and selecting appropriate studies. From three multidisciplinary and psychological databases, 24 studies were selected based on the inclusion criteria set by the researcher. The studies discussed in this scoping review all revealed how racial/ethnic group identification solicits the exchange of ERS messages from parents to children in some way. Highlights 24 research studies revealed that the dynamic nature of a family’s ethnic/racial identification drives the types and frequency of certain ethnic-racial socialization messages communicated from parents to children. Black/African American families have an extensive history of prioritizing conversations that prepare Black youth for racial bias. ERS studies centering Latinx and Asian American families revealed that generational/immigration status was an important factor for what types of ERS messages were discussed in those households. White American families were more likely to engage their children in egalitarian socialization to reinforce the idea that everyone is the same and possesses equal opportunities to succeed.

Objective: To examine profiles of Latinx immigrant parents' use of ethnic-racial socialization (ERS) strategies, as well as demographic, cultural, and sociopolitical factors associated with those profiles. Background: Few studies have examined ethnic-racial socialization strategies beyond cultural socialization among Latinx immigrant families. This study was designed to assess 6 ERS strategies: cultural socialization, promotion of mistrust, adapt (preparation for bias, avoidant coping), advocate (preparation for bias, active coping), promoting the value of diversity, and educating about nativity and documentation status. Method: Using a cross-sectional design and a sample of 300 immigrant parents (80% of whom were mothers; overall mean of 3 children). A new validated ERS measure was used along with measures of familismo, social support, and discrimination. Results: Profile analysis revealed 3 ERS profiles: Low ERS, Moderate ERS, and High ERS. Although parents in the sample used all the ERS strategies, they used adapt and promotion of mistrust with less frequency relative to other strategies across the 3 profiles. Four demographic variables and 2 cultural variables predicted profile membership. Conclusion: This study advances understanding of how Latinx immigrant parents socialize their children in the context of resurgent antiimmigrant sentiment and policy and illuminates the complexities in the ERS process. Implications.: Practitioners should assess for strategies parents use to prepare their children for racial interactions and the support structures parents have in place. In addition, future interventions need to account for ERS strategies, which are a particularly critical aspect of parenting among immigrants given current attitudes toward immigration in the United States.

Dominant theoretical explanations of racial disparities in criminal offending overlook a key risk factor associated with race: interpersonal racial discrimination. Building on recent studies that analyze race and crime at the micro-level, we specify a social psychological model linking personal experiences with racial discrimination to an increased risk of offending. We add to this model a consideration of an adaptive facet of African American culture: ethnicracial socialization, and explore whether two forms—cultural socialization and preparation for bias—provide resilience to the criminogenic effects of interpersonal racial discrimination. Using panel data from several hundred African American male youth from the Family and Community Health Study, we find that racial discrimination is positively associated with increased crime in large part by augmenting depression, hostile views of relationships, and disengagement from conventional norms. Results also indicate that preparation for bias significantly reduces the effects of discrimination on crime, primarily by reducing the effects of these social psychological mediators on offending. Cultural socialization has a less influential but beneficial effect. Finally, we show that the more general parenting context within which preparation for bias takes place influences its protective effects.

Over 50% of adoptions are transracial, involving primarily White parents and children of color from different ethnic or racial backgrounds. Transracial adoptive (TRA) parents are tasked with providing ethnic–racial socialization processes (ERS) to support TRA adoptees’ ethnic–racial identity development and prepare them to cope with ethnic–racial discrimination. However, unlike nonadoptive families of color, TRA parents lack shared cultural history with adoptees and have limited experience navigating racial discrimination. Knowledge of ERS among TRA families has centered on unidirectional processes between parenting constructs, ERS processes, and children's functioning. However, ERS processes in this population have complexities and nuances that warrant more sensitive and robust conceptualization. This paper proposes a process-oriented dynamic ecological model of the system of ERS, situating transacting processes in and across multiple family levels (parent, adoptee, family) and incorporating developmental and contextual considerations. With its framing of the complexities in ERS among TRA families, the model offers three contributions: a conceptual organization of parenting constructs related to ERS, a more robust understanding of ERS processes that inform how parents provide ERS, and framing of transacting processes within and between parenting constructs, ERS processes, and children's functioning. Implications for research, policy, and practice are discussed.

Mother-daughter relationships play a significant role in how Black women develop their self-concept. Yet, there are few studies exploring young Black women’s identity development in relation to their interpretation of how their mothers conveyed certain beliefs and values about how to navigate society. In the current study, we addressed this gap in the literature by exploring Black adult daughter’s perspectives on their mother’s gendered racial socialization of strength and resilience as a culturally specific coping mechanism. We analyzed semi-structured interview data from 36 Black women (17–24 years, M = 20) in college, and used deductive coding methods to elaborate on Woods-Giscombé (2010) Superwoman Schema (SWS) framework as thematic categories (i.e., obligation to present an image of strength, suppress emotions, help others, resist vulnerability, and intense motivation to succeed). Our results advance strength as a culturally significant component of gendered racial socialization in Black mother-daughter relationships, and we demonstrate how young Black women, as their mothers’ daughters, render their own definitions of strength and resilience. We also offer insight on the role of the SWS in Black mothers’ health, particularly in relation to how mothers may self-silence and overwork themselves to provide for their children. Understanding the functionality of strength may (1) assist parents in encouraging self-reliance in ways that support Black girls’ overall wellbeing; (2) promote future research studies that consider the multidimensionality of strength as a cultural asset and liability; and (3) improve the efficacy of therapeutic approaches for Black women.

Multiracial-Black youth are one of the fastest-growing populations in the U.S., but little is known about their racialized developmental experiences. This study uses Latent Profile Analysis to identify patterns of parental racial socialization among Biracial Black-White adolescents and explore whether those profiles relate to demographics and racial identity outcomes. The sample consisted of 330 Biracial Black-White adolescents living in the U.S. (67% boys; Mage = 14.8, SD = 1.5). The analysis yielded a four-profile solution based on (1) the frequency of socialization messages youth received and (2) the concordance of those messages across both of their parents (i.e., whether socialization frequency is similar or different between Black and white parents). Profile membership differed based on youth gender and racialized appearance (i.e., whether youth presented physically as Black, white, or racially ambiguous). Ultimately, adolescents in the profile with the highest frequency and concordance of parental racial socialization reported more adaptive racial identity attitudes including a sense of pride in being Black and Biracial. Youth in that profile also felt the most comfortable navigating the intersections of their racial identities, which coupled with racial pride has promising implications for their development and wellbeing.

Objective To examine the racial socialization practices of White fathers with their biological Black and White biracial sons. Background Socializing children of color to live in a society where they may experience discrimination is an essential part of parenting. This may be challenging for White fathers with Black biracial sons because of their different lived experiences, which can be harmful to their sons. Method A phenomenological approach was used to conduct 10 in‐depth, semistructured interviews with a sample of White fathers with biological Black biracial sons. Thematic analysis was used to analyze the data. Results Four racial socialization practices were identified: (a) talking to son about his racial/cultural heritages, (b) exposing son to his racial/cultural heritages, (c) exposing son to environments that are diverse, and (d) talking to son about discrimination. Conclusion Family professionals can work with White fathers to help them overcome any challenges they may encounter to socialize their Black biracial sons to navigate society as a man of color. Implications Family practitioners and school personnel can promote and encourage the attendance of parenting programs that focus on discussing discrimination with children and strategies parents can use to develop a healthy multiracial identity in children. Religious leaders can encourage diversity with International Day celebrations and facilitate discussions with congregants about racial inequality.

The politics of respectability continues to inform the messages that Black women receive from family members across a range of experiences, from comments on their hair and body to expectations around dating and marriage. In the current study, we explored Black college women’s perspectives on the types of respectability messages they received in familial contexts from girlhood through emerging adulthood. We used Black feminist theory and consensual qualitative research methods to analyze semi-structured interview data from 48 Black college women (18–24 years old) attending predominantly White institutions. We identified four themes of respectability socialization: (a) perpetuating gendered racialized scripts, (b) policing appropriate appearance, (c) protecting virtue in a patriarchal society, and (d) promoting a “lifting as we climb’’ mentality. Our findings indicate that family members try to prepare Black women for gendered racial stereotypes and oppression by tasking them with behavior modification starting in girlhood. We consider gendered racial socialization practices in Black families that can simultaneously disrupt the pressure to reinforce respectability politics and support Black girls’ identity development, even amidst the anti-Black and misogynoiristic realities of the United States.

The United States is in a time of reckoning with whiteness. Despite white people benefiting from a disproportionate amount of power at every level of government, a significant racial wealth gap, preferential treatment in the legal system, and a rise in white supremacy, “colorblind” critics continue to argue against the relevance of race in a purportedly post-racial society. We assert that parents’ ethnic-racial socialization (ERS) of their children shapes how children view their racial identity and thus influence important political attitudes. ERS is a process by which individuals are taught values, beliefs, and attitudes about ethnicity and race. Most existing research among families of color suggests ERS is strongly linked to a variety of adult political attitudes. However, less is known about the impact of ERS on political attitudes for white young adults. Drawing on survey data from a national U.S. sample of 944 white, young adults (18–25 years old), we find that white ERS is linked with political attitudes. Specifically, we find that increased cultural socialization , preparation for bias , and egalitarianism are positively related to politically conservative ideology, while anti-racism is positively related to politically liberal ideology. Preparation for bias and egalitarianism are positively related to Republican party identification . Promotion of mistrust , silent racial socialization , and anti-racism are positively related to Democratic party affiliation. We suggest ERS impacts the way a person conceptualizes ethnicity and race and is inextricably linked to political outcomes.